Barriers of disabled children to access to education in Dili, Timor-Leste

Abstract

Despite the fact that education is a fundamental principle of human rights, and it is a crucial element for human resources development in Timor-Leste, as enshrined in the national constitution of Timor-Leste. However, vulnerable group like disabled children yet struggling to access to education. This research found that attitudinal barriers like stigmatization and discrimination from the teachers, parents and schoolmates have positively contributed to equal access to schools. Moreover, other aspects like the lack of facilities and knowledge of teachers and parents on disabilities issues are the other factors that hinder disabled children from accessing schools. This thesis used a qualitative method with a narrative approach. The data collection was designed with a semi-structured interview with the parent and school teachers, and the school observation was done to draw facilities and institutional barriers. IMPLICATION OF THESIS: The implication of this study will enable the author to understand better the form of attitudinal barriers that hinder disabled children's access to education. Furthermore, this study will contribute to academic societies on the issue of disability rights access to education. The finding of this study will enrich human rights studies, especially at the Human Rights Centre-UNTL in Timor-Leste.